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Linear or nonlinear? A metacognitive analysis of educational assumptions and reform efforts

David H. Reilly (Dean and Acting Head, College of Graduate and Professional Studies Department of Education, The Citadel, Charleston, South Carolina, USA)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 1 February 2000

1093

Abstract

Addresses the lack of success in educational reform efforts by utilizing a metacognitive analysis of the base assumption of most, if not all, current reform efforts. Suggests a different theoretical orientation and perspective for understanding education and attempts to improve it. By contrasting the common orientation of today and the one proposed, the paper applies this new perspective to two examples. Examines educational reform in light of the orientation proposed.

Keywords

Citation

Reilly, D.H. (2000), "Linear or nonlinear? A metacognitive analysis of educational assumptions and reform efforts", International Journal of Educational Management, Vol. 14 No. 1, pp. 7-15. https://doi.org/10.1108/09513540010310350

Publisher

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MCB UP Ltd

Copyright © 2000, MCB UP Limited

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